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...Roger Truong
Week 4 Physics Notes
Experiment 1
* Rise and fall is pressure in the sound wave makes the flame move
* The rise and fall in pressure makes the click sound
* The rise and fall in the disturbance to what brings the sound to your ear
* The square waves to what makes the flame move and bring the sound to your ear
* The air molecules don’t move the disturbance does
* For a 0.5 Hz your hear a click and the flame moves and resets
* For 100 Hz the flame remains displaced and doesn’t recover
* The transition from a click to a tone is between 20 and 50 Hz
Reflection
* Change in direction of a wave at an interference between two media wave returns into media from which it originated form.
Wave Refraction
* Change in direction of a wave when it passes from one medium to another caused by the different speeds of a wave
* When water moves into different depths
Wave Diffraction
* Bending waves when they encounter an obstacle
Absorption of waves
* Reduction of energy in wave consumed by medium which it travels.
* The main cause of absorption is Viscosity
Interference
* Two or more waves form coming together to make up a new wave
Resonance
* Tendency of a system to oscillate at a large amplitude at certain frequencies
* Tendency to magnify a sound
* The difference between an acoustic and electric guitar
Wave Motion in Space and Time
* Wave Motion in Space
* Horizontal......

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Project 1
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Project 1
Write an essay of 1500 words, giving credible references on the use of physics in your daily activities. You need to mention 5 or more activities where physics is used. Remember to follow the APA style and give references.
Physics is used in so many ways that most people do not even realize that they are using it. Even a stay at home mom uses physics more than one would think. Daily activities that many people do include physics without thinking about it, such as driving a car, using a headrest in a car, walking and running, flushing the toilet, and washing and drying clothes.
Driving a car has many different aspects of physics involved, but today only acceleration, speed, and velocity will be discussed. People talk in terms of physics everyday without even knowing that is what they are discussing. For example, “speed” limit, how quickly a car can “accelerate,” and when they add a direction, they are actually talking about the velocity of a vehicle because velocity has a magnitude and direction, not just magnitude. According to Barry Parker in Issac Newton School of Driving, “you are accelerating and decelerating most of the time when you take a trip through the busy streets of a city, either by stepping on the gas, braking, or turning the steering wheel.”......

...now considered to be untrue) is his dropping balls of varing mass of the Leaning Tower of Pisa by which he showed that, contrary to Aristotle’s account, the speed of a falling object is independant of its mass. It is precisely this power — to overturn wrong ideas, even if though they have been believed true for centuries, and to suggest a more complete understanding — that makes experimentation so central to all of the sciences.
This experimental focus was not the last development in the physics that we’ll be looking at, though it did help pave the way for it. This next and final (for our purposes) leap was due to Newton — using mathematics to describe physics. After that, classical mechanics was essentially complete, with “only” quite a few decades of improvements and polishing before the introduction of relativity and quantum mechanics. It is physics at this level, the state of the art of classical mechanics circa the mid 19th century, that we’ll be studying in this course.
.
Physics Timeline
Dates | Characters | Theories and discoveries |
500 – 1 BC | Archimedes, Aristotle | Heliocentric theory, geometry |
1 – 1300 AD | Al-hazen, Ptolemy in Egypt | Optics, geocentric theory |
1301 – 1499 | Leonardo de Vinci, Nicolas Cusanus | Earth is in motion,Occam’s Razor |
1500 – 1599 | Nicolaus Copernicus,Tycho Brahe | Heliocentric theory revived, astronomy |
1600 – 1650 | Galileo Galilei, Johannes Kepler | Telescope,laws of planetary...

...Assignment in Physics...
1. Definition of Science, Major branches of science
2. Scientific Method
3. Definition of Physics and its major branches
4. Notable Physicist and their contribution
5. Importance of Physics in our everyday life and in our society.
(Write the references)
Short bond paper, written or computerized (font: Times New Roman/font size: 12)
Reading assign.
Measurement
Diff. system of measurement
fundamentals and derive quantities
scientific notation
rules in significant figures
conversion of units
http://www.hep.man.ac.uk/babarph/babarphysics/physicists.html
)
I.1 Science
The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.
I.2 The Branches of Science
The Physical Sciences
* Physics: The study of matter and energy and the interactions between them. Physicists study such subjects as gravity, light, and time. Albert Einstein, a famous physicist, developed the Theory of Relativity.
* Chemistry: The science that deals with the composition, properties, reactions, and the structure of matter. The chemist Louis Pasteur, for example, discovered pasteurization, which is the process of heating liquids such as milk and orange juice to kill harmful germs.
* Astronomy: The study of the universe beyond the Earth's atmosphere.
The Earth Sciences
* Geology: The science of the origin, history, and structure...

...A SIMULATION TO RIPPLE WHILE YOU WORK
Objective: To examine reflection, interference, and diffraction in two dimensions and relate to the waves on a spring demo
Everybody has at some time thrown a pebble into a puddle and observed the ripples spreading across the surface. Some of us don’t stop until the puddle has been completely filled with every loose piece of debris in the vicinity. Now let’s dive in a bit deeper into the physics.
Select the Wave Interference simulation from the Sound and Waves folder
1) Before you change any settings
a. What is the shape of the pulse?
b. How can you explain this? Consider the wave velocity.
REFLECTION:
2) Increase the amplitude to maximum.
3) Turn off the water and add a vertical wall (bottom right button) across the entire width of the tank.
4) Turn on the water for just a couple of drips.
5) Observe the wave reflection from the barrier
a. What is the shape of the reflection?
b. In what ways does it differ from the incident (incoming) wave?
c. Compare this result to what you learned about reflected pulses from the wave on a spring demo?
INTERFERENCE:
6) Allow the faucet to run. Feel free to adjust the frequency.
a. Think back to the wave on a spring demo when multiple waves tried to occupy the spring at the same time (interference). What do you think the particularly bright and dark spots represent?
7) Show the graph and observe the last couple of waves in front of the wall.
a. Once again, considering the......

...
PHYS 1313 S06
Prof. T.E. Coan
Version: 16 Jan ’06
Introduction
Physics makes both general and detailed statements about the physical universe and these statements are organized in such a way that they provide a model or a kind of coherent picture about how and why the universe works the way it does. These sets of statements are called “theories” and are much more than a simple list of “facts and figures” like you might find in an almanac or a telephone book (even though almanacs and telephone books are quite useful). A good physics theory is far more interested in principles than simple “facts.” Noting that the moon appears regularly in the night sky is far less interesting than understanding why it does so.
We have confidence that a particular physics theory is telling us something interesting about the physical universe because we are able to test quantitatively its predictions or statements about the universe. Indeed, all physics (and scientific) theories have this “put up or shut up” quality to them. For something to be called a physics “theory” in the first place, it must be falsifiable and therefore must make quantitative statements about the universe that can be then quantitatively tested. These tests are called “experiments.” The statement, “My girlfriend is the most charming woman in the world,” however true it may be, has no business being in a physics theory because it simply cannot be quantitatively tested. If the experimental......

...Professor
PHYS 2010
October 21, 2014
Physics in Our Daily Activities
Physics is a very important science that can almost be found anywhere in our lives. Many people find this statement hard to believe because they are not able to see the basic aspects of physics all around them. I personally think that unless the person is a physicist or at least someone who had some physics classes, chances are this person or someone is not going to understand how much physics affects our daily life. The significant effect of physics on us today can be easily seen when looking at our reliance on modern technology. Many of the technologies that are changing the world around us are based on physics principles. Physics is more than a subject we study in class, it is also a powerful tool that can help us to gain a better understanding of the everyday world.
Physics can be seen in a lot of simple games that we play all the time. One of my favorite games that I almost play on a daily basis is pool. The physics associated with pool is mainly about the collisions between the pool balls. When two pool balls hit each other or collide the collision between them is known to be an elastic collision. According to Billiards in the Classroom, "elastic collisions are collisions in which both momentum and kinetic energy are conserved. The total system kinetic energy before the collision equals the total system kinetic energy after the collision." Therefore, we can assume that the collisions that......

...NAME Cyber Intro to Conceptual Physics
PHET Magnetism Lab
Go to http://phet.colorado.edu
Click Play with Sims and on electricity section
Select the simulation “Magnets and Electromagnets.”
Part I: Bar Magnet – Select the Bar Magnet Tab
1. Move the compass slowly along a semicircular path above the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle.
2. What do you suppose the compass needles drawn all over the screen tell you?
3. Move the compass along a semicircular path below the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle.
4. How many complete rotations does the compass needle make when the compass is moved once around the bar magnet?
5. Click on the “Show Field Meter” box to the right. What happens to the magnetic field reading as you move the meter closer to the bar magnet?
6. Click on the “Show planet Earth” box to the right. What type of magnetic pole (north or south) is at the geographical north pole of the Earth (Near Canada)?
PART II: Electromagnet –Select the Electromagnet Tab:
7. Click on the electromagnet tab. Place the compass on the left side of the coil so that the compass center lies along the axis of the coil. (The y-component of the magnetic field is zero along the axis of the coil.) Move the compass along a semicircular path above the coil......

...Introductory Physics I
Elementary Mechanics
by
Robert G. Brown
Duke University Physics Department
Durham, NC 27708-0305
rgb@phy.duke.edu
Copyright Notice
Copyright Robert G. Brown 1993, 2007, 2013
Notice
This physics textbook is designed to support my personal teaching activities at Duke University,
in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life
science majors, engineers, or potential physics majors, respectively). It is freely available in its
entirety in a downloadable PDF form or to be read online at:
http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php
It is also available in an inexpensive (really!) print version via Lulu press here:
http://www.lulu.com/shop/product-21186588.html
where readers/users can voluntarily help support or reward the author by purchasing either this
paper copy or one of the even more inexpensive electronic copies.
By making the book available in these various media at a cost ranging from free to cheap, I
enable the text can be used by students all over the world where each student can pay (or not)
according to their means.
Nevertheless, I am hoping that students who truly ﬁnd this work useful will purchase a copy
through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize
me while I continue to write inexpensive textbooks in physics or other subjects.
This textbook is organized for ease of presentation and ease of learning. In particular, they......

...Introduction
In this project questions relating to Thermal Physics and Kinetic theory will be discussed and also diagrams to further explain them will be attached. Section B of the Physics syllabus will be completed by the end of this project.
Bibliography
http://www.google.com/search?q=Laboratory+thermometer&rlz=1C1CHWA_enLC632LC632&oq=Laboratory+thermometer&aqs=chrome..69i57j69i59j69i60&sourceid=chrome&es_sm=93&ie=UTF-8#q=explain+the+design+of+a+laboratory+thermometer
http://en.m.wikipedia.org/wiki/Silicate_glass#Silicate_glass
http://www.livescience.com/39994-kelvin.html
1. Thermal energy transfer by:
* Conduction is the flow of heat energy through materials and substances in direct contact with each other. A conductor is a material that permits heat energy to flow freely within it. The better the conductor the more rapidly heat will be transferred. Conduction takes place when heat is supplied to a substance, the particles in that substance gain more energy and vibrate more. These particles then bump into neighboring particles and some of their energy is transferred to them. This process continues and energy is eventually transferred from the hotter end to the colder end of the object.
* Thermal convection is transferred from hot places to cold places by convection. Convection occurs when warmer areas of gas or liquid rises to cooler areas of that gas or liquid. The cooler gas or liquid replaces the warmer areas......

...No.
Information on Every Subject
1.
Unit Name: Physics I
2.
Code: FHSP1014
3.
Classification: Major
4.
Credit Value: 4
5.
Trimester/Year Offered: 1/1
6.
Pre-requisite (if any): No
7.
Mode of Delivery: Lecture, Tutorial, Practical
8.
Assessment System and Breakdown of Marks:
Continuous assessment:
50%
- Theoretical Assessment (Tests/Quizzes/Case Studies) (30%)
- Practical Assessment (Lab reports/Lab tests) (20%)
Final Examination
9.
10.
50%
Academic Staff Teaching Unit:
Objective of Unit:
The aims of this course are to enable students to:
• appreciate the important role of physics in biology.
• elucidate the basic principles in introductory physics enveloping mechanics, motion,
properties of matter and heat.
• resolve and interpret quantitative and qualitative problems in an analytical manner.
• acquire an overall perspective of the inter-relationship between the various topics
covered and their applications to the real world.
• acquire laboratory skills including the proper handling and use of laboratory apparatus
and materials.
11.
Learning Outcome of Unit:
At the end of the course, students will be able to:
1. Identify and practice the use of units and dimensional analysis, uncertainty significant
figures and vectors analysis.
2. Apply and solve problems related to translational and rotational kinematics and
dynamics in one and two dimensions.
3. Apply and solve problems related to......

...Physics Lab 4
Part 1: Friction Parabola Track
3a. Kinetic energy is the highest when the skate board has reached its lowest point.
3b. Kinetic energy is the lowest when in the middle of the drop.
4a. Potential energy is the highest when the skate board has reached the highest point.
4b. Potential energy is lowest when in the middle of the drop.
5a. Total energy is the highest when potential energy is at its highest point.
6. The value of thermal energy is 0 only when potential energy is highest.
David Del Rio
Physics PH 2530
Lab 4 Energy
04/06/2015
Part 1: Loop Track
8. When a skateboarder moves, what happens to the kinetic and potential energy? Conservative (closed) or non-conservative (open) system?
- Kinetic energy rises as the skateboarder moves downward.
-potential energy rises as the skateboarder moves up.
- Non-Conservative
9. Where is the skateboarder at on the ramp when he reaches the maximum point of potential energy?
4546.93
11. m = 76./kg
The skateboarders mass = 76 kg
12a. calculated mass = 76 kg
12b. Actual mass 75 kg
12c. Comparison = .98%
13. When the coefficient is adjusted half way the kinetic energy decreases to 0 as to the potential energy decreases and finally stabilizes.
- This is a closed system.
Part 2: Friction Parabola Track
2a. kinetic energy is highest when the skaters’ board is at the lowest point
2b. in the middle of the drop the kinetic energy is highest.
3a. potential energy is the highest when the......

...the gravitational force on
it is nearly constant. As a result, an object in free fall accelerates downward at a constant rate.
This acceleration is usually represented with the symbol g.
Physics students measure the acceleration due to gravity using a wide variety of timing methods.
In this experiment, you will have the advantage of using a very precise timer connected to the
calculator and a Photogate. The Photogate has a beam of infrared light that travels from one side
to the other. It can detect whenever this beam is blocked. You will drop a piece of clear plastic
with evenly spaced black bars on it, called a Picket Fence. As the Picket Fence passes through
the Photogate, the LabPro or CBL 2 interface will measure the time from the leading edge of one
bar blocking the beam until the leading edge of the next bar blocks the beam. This timing
continues as all eight bars pass through the Photogate. From these measured times, the program
will calculate the velocities and accelerations for this motion and graphs will be plotted.
Picket
fen ce
Figure 1
OBJECTIVE
• Measure the acceleration of a freely falling body (g) to better than 0.5% precision using a
Picket Fence and a Photogate.
MATERIALS
LabPro or CBL 2 interface
TI Graphing Calculator
DataGate program
Physics with Calculators
Vernier Photogate
Picket Fence
clamp or ring stand to secure Photogate
Modified from and reported with permission
of the publisher Copyright (2000),
Vernier......

...movement over the 6.0-meter distance?
1) 6.0 J 2) 90. J 3) 30. J 4) 15 J
2) F
81
3) 9F
4) 81F
13. Which quantity is a measure of the rate at which
work is done?
1) momentum
2) energy
3) power
4) velocity
Version 18
Midterm 2012
14. The diagram shows two bowling balls, A and B,
each having a mass of 7.00 kilograms, placed
2.00 meters apart.
18. A force of 1 newton is equivalent to 1
1) kg 2 × m
2
s2
2) kg × m
2
s2
3) kg × m
What is the magnitude of the gravitational force
exerted by ball A on ball B?
1) 8.17 × 10 –10 N
3) 8.17 ×
10 –9
N
2) 1.17 × 10 –10 N
4) 1.63 ×
10 –9
10 –3
3) 1.5 ×
m
2) 6.6 × 10 2 m
4) 1.5 ×
10 8
4) kg × m
2
N
15. At an outdoor physics demonstration, a delay of
0.50 seconds was observed between the time
sound waves left a loudspeaker and the time
these sound waves reached a student through
the air. If the air is at STP, how far was the
student from the speaker?
1) 1.7 × 10 2 m
s2
m
Base your answers to questions 19 and 20 on the
information below.
A stream is 30. meters wide and its current
flows southward at 1.5 meters per second. A
toy boat is launched with a velocity of 2.0
meters per second eastward from the west
bank of the stream.
19. What is the magnitude of the boat’s resultant
velocity as it crosses the stream?
1) 2.5 m/s
16. Which type of wave requires a material medium
through which to travel?
1) sound
2) radio
3)......